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How Learners with Different Cognitive Styles Read Learning Materials with Text and Pictures: A Gaze Analysis

机译：学习者如何用不同的认知风格阅读学习资料文字和图片：凝视分析

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This paper describes the pilot study that attempts to analyze the difference in learners' behavior of reading multimedia learning materials by our program. Learners with different cognitive styles characterized as verbalizers and visualizers were assigned to read the materials about cooking science with their eye movement recorded, and analyzed. An alternative strategy of visualization to integrate the instructional message with the temporal and spatial data in a single diagram is attempted and testified in this pilot study. As the result, it is observed that the gaze of the verbalizers mainly moves back and forth among the paragraph areas constituted mainly by text of each page whereas the visualizers frequently check pictures referenced by some text, yet figure legends are more read by verbalizers. Preliminary findings from the pilot study provide data presentation and interpretation in better granularity, and support that learners' cognitive styles affect their decisions of orders, emphasis, and repetition to read text and pictures.
机译：本文介绍了试图分析我们计划阅读多媒体学习材料的学习者行为的差异的试验研究。具有不同认知风格的学习者，被分配为言语和可视化器的表征，以阅读有关烹饪科学的材料，他们的眼球运动记录和分析。在该试点研究中尝试并在单个图中将指导信息与单个图中的时间和空间数据集成的替代策略，并在该试点研究中作证。结果，观察到，言语的凝视主要通过每个页面的文本构成的段落区域来回移动，而Visualizer经常检查一些文本引用的图片，但是言语翻译更像言语传说。试点研究的初步调查结果为更好的粒度提供数据介绍和解释，并支持学习者的认知风格影响他们的命令，重点和重复的决定，以阅读文本和图片。

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